Gendered interest and engagement is an established research agenda in the field of technology education. With studies concluding girls being less interested and more negative towards technology. But also, on the potential for improving engagement, - if initiatives for girls are given in early ages. This study reports on a two-step initiative inspired by the research stages DS-I and DS-II of design research methodology, DRM.
Step one was developing a concept based on the previous research findings on keeping girls engaged in technology education. Resulting in an out of school event at a university where university staff, engineering students and engineers from a manufacturer worked together to scaffold girls solving engineering problems. Problems provided by a local manufacturer of construction equipment. These problems where authentic, open-ended and provided opportunities for the girls to collaborate and create prototypes. Before the main event, workshops were held for the participating adults, and the girl’s teachers. Aiming to develop their familiarity of the research field of girls’ interest in technology and the subjects design process. The main event spanned half a day at the university and involved nearly sixty girls, ages 10 and 11. Data was analyzed using DS-II and theory of the three levels of gender.
Following DRM, step two is built on the knowledge learnt from the first step. Instead of an out of school event 11-year-old girls now engage in problem solving during lessons in technology education. Solving the same problems as in step one. The girls are supported online by engineers and engineering students one hour every week. After four weeks, the girls will present their solutions to the involved manufacturer and university. The second step of the initiative is arranged during Mars and April 2021. All sessions are screen recorded and will be analysed using DRM and theory of the three levels of gender. Data and conclusions are to be presented when collected and processed.
The initial findings from step one based on visual media and filed notes indicates girls are engaged in finding solutions when provided with real world problems and are scaffolded by adults. When asked six months after the event 70% of the participating girls reported to be interested in continuing studies in technology. As one of the girls said “I had no idea that I liked technology this much“. We also highlight the difference in views of technology and problem solving amongst the participating adults. As an example, the teachers wanted more technical complex problems to solve whilst the engineers had difficulties with not trying to solve the problems themselves. The study also brings forth how an initiative like this can be a link to helping teachers engage with professional practice and ensuring the subject is modern and relevant. The full paper aims to describe the DRM process of moving from theory to practice as well as presenting findings from the initiative.